5Course Boot-Up Tutorial Schedule Initial Student Survey AssignmentsComplete and turn in today.AssignmentsComplete Solomon-Felder Learning Styles Assessment (link on course web page) and turn in print-out of results on Friday.Log on to and complete first pre-quiz before Monday’s class.Homework #1 will be due Wednesday 9/17.

8P Systems Overview Embedded Systems and Applications TerminologyEmbedded microprocessors account for about 94% of all microprocessor sales.Embedded microprocessors extend over a much larger performance range than PC’s.TerminologyGP Systems vs. Embedded SystemsWhat are the key design parameters?

9P Systems Overview Basic microprocessor system structureCentral processing unit (CPU)MemoryInput/Output (I/O)System busA microcontroller or SoC will include some or all components on the same chip as the CPU.

16Bloom’s Taxonomy of Educational Objectives: Cognitive DomainBloom classified educational objectives into 6 semi-dependent levels. This is not an absolute – it is just a well-reasoned approach with experimental data to support it. There are many who take exception to this as a description of how people learn and what they learn, but nonetheless it is a very useful model for what we are trying to do (write instructional objectives!)The lowest level, knowledge, is the ability to recognize or recall information. This also could be thought of as acquiring the necessary vocabulary to engage in a discussion on a subject.1. KnowledgeKnowledge – the ability to recognize or recall information

17Bloom’s Taxonomy of Educational Objectives: Cognitive Domain2. ComprehensionThis goes beyond simply knowing a list of terms, but understanding their meaning. Learning at this level would give the student the ability to explain or paraphrase the information.1. KnowledgeComprehension – understand the meaning of information

18Bloom’s Taxonomy of Educational Objectives: Cognitive Domain3. Application2. ComprehensionAt this level, the student is able to apply the information to a given situation; typically this would be evidenced by the ability to solve a problem.1. KnowledgeApplication – use the information appropriately

19Bloom’s Taxonomy of Educational Objectives: Cognitive Domain4. Analysis3. Application2. ComprehensionA student at this level of learning is able to use the information to analyze a situation and understand the relationships involved. This would give them the ability to compare or classify a different circumstance in terms of what they know.1. KnowledgeAnalysis – break the information into component parts and see relationships

20Bloom’s Taxonomy of Educational Objectives: Cognitive Domain5. Synthesis4. Analysis3. Application2. ComprehensionTaking what they know to create something new. Students at this stage are doing design.1. KnowledgeSynthesis – put the components together in a different way to form new products or ideas

21Bloom’s Taxonomy of Educational Objectives: Cognitive Domain6. Evaluation5. Synthesis4. Analysis3. Application2. ComprehensionStudents at this stage can use their knowledge to evaluate a circumstance, select from among alternatives, and justify their choice. This is also often seen as the ability to optimize a given process/situation.The last three levels of learning are typically considered higher-level thinking skills – although we often concentrate much more heavily on the first three in undergraduate education.1. KnowledgeEvaluation – judge the worth of an idea, theory, or opinion based on criteriaReturn